Expatriate Teachers’ Experiences with Organizational Factors in International Schools: A Case Study

Abstract

The purpose of this qualitative, exploratory case study was to examine the personal and professional experiences of expatriate international teachers at international schools to develop a deeper, more heuristic understanding of the international teaching experience, particularly how the experiences might affect their decision to remain at a school past their initial contract period. International teachers are more likely to renew contracts when there is a reciprocity of trust and respect between faculty and administration, authentic appreciation, strong community and access to quality professional development. Participants value strong, student-centered leadership and philosophical approaches rooted in diversity, equity, and inclusion. More research surrounding diversity, equity and inclusion in international schools is required, specifically surrounding administrators and the lack of diversity within international school leadership.